Instructional Design

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Instructional Systems Design

All Good instructional design models start with learning, not technology. Page 4

Roots in behaviorism and systems thinking

All sound e-learning environments provide:

1. Interactivity and active learning opportunities

2. Feedback on progress, ideas, testing theories, etc.

3. Optimized environment (uses appropriate media characteristics)

4. Flexibility in teaching strategies for a variety of learning styles and needs.

5. Appropriate and necessary access to enabling and facilitating technologies.

Stages of Infusing Technology

05-Evolution

will try new tech. only if it facilitates learning

04-reorientation

new emphasis on teaching and learning - not technology

continues process of rethinking the environment

03-integration

2 parts

later stage - how the teacher actually thinks about hi/her classroom

early stage teachers use the new technology by choice

02-utilization

teachers actually try a new technology in their class

01-familiarization

very basic exposure to new technology

Dick & Carey Model (1990)

step-wise flow chart

6- Formative evaluation

summative evaluation is conducted

provides a basis for new versions

determines efficacy of materials

field test materials

revise if necessary

5- instructional methods and materials

done simutaneously

based on

assessments

objectives

learners

tasks

goals

4-performance objectives

assessment

behavior objectives

2 & 3 element

conducted same time

analysis of learners and characteristics

match tasks with learner skills

goals of instruction are identified

broken into several large asked

task analysis

1st element

needs assessment

nature of instruction

need for instruction exists?

Conditions-based Theory

1. Learning goals can be categorized as to learning outcomes or knowledge type

2. Learning outcomes can be represented in a predictable prerequisite relationship.

3. Acquisition of different outcome categories requires different internal processes

4. Different internal process are supported by identifiabley different instructional processes.

Gagne

internal condition

prerequisite knowledge

3-sequencing the component tasks to ensure optimal transfer to the final task.

2-ensuring that each component task is mastered

1-provide instruction on a set of component tasks that build towards a final task

Tools

Thinking

both teacher &students

cognitive strategies

metacognitive skills

conscious awareness of how one thinks and learns

recall new knowledge

learner to encode

students

external

instructional conditiions provided by teacher, materials, or other learners

facilates the internal conditions for learning

predicted success in class

internal

cognitive processes that support learning outcomes

amount and quality of knowledge

perceived self-efficacy

motivation to learn

Teachers

strategies and methods

appropriate for learning task

business

concern

contexts of learning

conditions

processes